Towards a Holistic Conceptualisation of Climate Anxiety in Early Childhood: A Scoping Review

As intensity of the climate crisis increases and the scientific evidence of its impacts on child development become more evident, there is emerging evidence suggesting that young children may be experiencing a noteworthy psychological strain in the shape of climate anxiety, and this can increase as they learn more about it. The distress induced by climate change manifests as heightened anxiety. Despite the increased international recognition of climate anxiety in young children as a valid mental state, there is little empirical evidence detailing how climate anxiety manifests in early childhood, or describing the interventions considered most effective in addressing it. The present scoping review aims to (a) identify available evidence on climate anxiety in children up to age eight; (b) clarify the mental health consequences brough about by the increased awareness of climate change; and (c) identify gaps in the literature that if attended to, could move the field forward. Since research on the topic of climate anxiety in early childhood is still scares, a scoping review was used. This paper will provide an initial point for scoping climate anxiety in early childhood. Preliminary findings suggest that young children are aware of the impacts of climate change and they are worried about it. Parents and teachers are worried about climate anxiety in young children but they do not feel empowered to support their children’s emotional needs in relation to climate change. Available research is presented from a Western perspective, and further research is needed to provide conceptual clarity of climate anxiety in early childhood from non-Western countries and indigenous perspectives. Further research employing diverse methodologies is also needed to respond with evidence-based and child-friendly mitigation and adaptation strategies.